ESS 1 - The Earth and earth minerals as we know them today have developed over a long period of time, through continual change processes. ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate.
Context of Lesson:
This Lesson will be closing out our unit on the changing Earth. It will be done after the Inquiry activity simply because I want the students to get back into the flow of the normal classroom before we move on to the next Unit. This lesson will consist of me teaching the students about how rocks ages and fossils can often tell a story as to what happened in the past in that specific area of the Earth. I will be going over terms with the students in front of the class, and then will be giving them examples of Geological time maps. In the last half of the class I will be asking the students to create their own diagrams that will tell the history of the land they created. They will get in groups of two and have drawn their diagrams and color coat them with a key. Then the students will be writing in words the history of the land they created. The students will have the entire class to complete this lesson, and what is not finished will be done for homework. The beginning of the next class will be used to use the students examples of diagrams to see if the rest of the class can state the geological timeline of the diagram.
Opportunities to Learn:
Depth of Knowledge
The students will be using Blooms 4th level of Taxonomy which is analysis. The reason this lesson is Level 4 is because the students will be illustrating their diagrams, and then will be analyzing the history of the land.
They will be putting in sequence what rock or fossil came in which order in the time line according to the diagram which they created.
Plans for Differentiating Instruction
Advanced Learner- In this assignment the more advanced learner can create more than the required amount of faults or intrusions during their diagram. Also the advanced learner can include more fossils in their geologic time line than the assignment requires.
Lower Level Learner- These students may need help after they draw their diagram to help create the verbal portion of creating the time line. The teacher may give them hints as to what effect an intrusion or fault would have on their time line
Accommodations and modifications
For lower level learners the teacher may require less layers in their geological cross section. The teacher may also give them a written out timeline and have them simply draw a picture of what the time line states. This will take away from some of the creativity this assignment allows, but the students will be getting the some good knowledge out of the assignment still.
Environmental factors
In the beginning of class the students will be sitting in rows in their normal seats for when I give the mini lesson and show them different diagrams. Then I will have the students pick groups of 2, which I will allow them to pick themselves for this specific activity.
Materials
Paper, Coloring Utensils, Examples of diagrams
Objectives:
The Objectives for this lesson is for the students to be able to identify that the changing surface of the earth can be viewed and placed in a time line based on the geological history.
The students should know the different rock layers, and be able to properly use the terms of this chapter.
Also students should be able to tell the story of the land by simply looking at a diagram which contains the different rock layers as well as fossils in the earths surface.
Instruction:
Opening:
The lesson will be opened by the teacher placing a diagram of different rock layers including intrusions and fossils in it. I will go through the geological history of the diagram and explain the terms used in my description of the time line.
The teacher will ask that the students right down a few key definitions which are most important to the understanding of the geological map.
The teacher will go through another diagram only asking the students which rock layers and intrusions they believe came in what order. This way the students will be actively participating in the discussion during class.
Engagement:
The project for this class will be for the students to create their own geological time line of a land they create.
They will be working in groups of two for this classroom project. The students will have to draw their land with the different layers of rock making up the crust.
They will have a rubric telling them to include at least one intrusion, two evidences of fossils, and at least one fault or fold.
The students will be using paper and coloring utensils to create their map and must have a key which labels the different kinds of rock they have in their geological diagram.
The students will also have to write up a step by step time line as to when each rock layer came into their diagram as well as the intrusions and folds or faults.
Closure:
To close out this lesson I will hold some of the students own drawings up in front of the class and see if the other students can properly state the geological time line of the land. This will be a good way to show off some of the students work as well as to give the students a little extra review on identifying the time line of the diagrams.
Assessment:
Students will be assessed based on the rubric handed out with the project. They will have to follow the few standards on the rubric, but will definitely have some freedom in creating their geological diagram.
They also will be asked questions on this topic during their Unit Test.
Lesson Plan
Link to The Changing Earth Unit
Next Lesson
Lesson Title: History of the Land
State Standards:
ESS 1 - The Earth and earth minerals as we know them today have developed over a long period of time, through continual change processes.ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate.
Context of Lesson:
This Lesson will be closing out our unit on the changing Earth. It will be done after the Inquiry activity simply because I want the students to get back into the flow of the normal classroom before we move on to the next Unit. This lesson will consist of me teaching the students about how rocks ages and fossils can often tell a story as to what happened in the past in that specific area of the Earth. I will be going over terms with the students in front of the class, and then will be giving them examples of Geological time maps. In the last half of the class I will be asking the students to create their own diagrams that will tell the history of the land they created. They will get in groups of two and have drawn their diagrams and color coat them with a key. Then the students will be writing in words the history of the land they created. The students will have the entire class to complete this lesson, and what is not finished will be done for homework. The beginning of the next class will be used to use the students examples of diagrams to see if the rest of the class can state the geological timeline of the diagram.Opportunities to Learn:
Depth of Knowledge
Plans for Differentiating Instruction
Advanced Learner- In this assignment the more advanced learner can create more than the required amount of faults or intrusions during their diagram. Also the advanced learner can include more fossils in their geologic time line than the assignment requires.Lower Level Learner- These students may need help after they draw their diagram to help create the verbal portion of creating the time line. The teacher may give them hints as to what effect an intrusion or fault would have on their time line
Accommodations and modifications
For lower level learners the teacher may require less layers in their geological cross section. The teacher may also give them a written out timeline and have them simply draw a picture of what the time line states. This will take away from some of the creativity this assignment allows, but the students will be getting the some good knowledge out of the assignment still.Environmental factors
In the beginning of class the students will be sitting in rows in their normal seats for when I give the mini lesson and show them different diagrams. Then I will have the students pick groups of 2, which I will allow them to pick themselves for this specific activity.Materials
Paper, Coloring Utensils, Examples of diagramsObjectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)